Planeación curricular y ambiente de aula en ciencias naturales: de las políticas y los lineamientos a la aplicación institucional

Suárez, César Augusto Hernández; Castro, Wílliam Rodrigo Avendaño; Rojas-Guevara, Jorge Ulises

doi:10.19053/20278306.v11.n2.2021.12758

Cited by 10 publications

(5 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Apart from the aforementioned factors, to comply with the comprehensive education of students, it is necessary to propose a school curriculum contemplated as a study plan that establishes the objectives, contents, and teaching and learning methodologies in educational institutions, which, in turn, becomes a clear and coherent guide for educators to guarantee a quality and relevant education for students (Lockyer et al, 2017). The Colombian Ministry of National Education (MinEducación) has developed a series of documents that define the educational guidelines at each level of the school process and for each discipline included in the school curriculum; however, teachers have the autonomy to make the adjustments that better fit their classroom according to the needs of the specific context in which they carry out their pedagogical activity (Hernández-Suárez et al, 2021).…”

Section: The Studymentioning

confidence: 99%

Affective domain and mathematics achievement of Colombian students under multiple correspondence analysis

Prada Núñez,

Rabelo Procopio,

Fernández-Cézar

et al. 2024

Front. Educ.

View full text Add to dashboard Cite

The literature review indicates that age is a variable related to the students' affect toward mathematics in such a way that the older they are, the less affection they feel for mathematics. In the case of the Department of Norte de Santander, the administration is going to carry out an educational program for 2050, whose aim is to make this region a science, technology, engineering, arts, mathematics (STEAM) territory, for which it is necessary for students, regardless of the grade, to reach optimum levels in the management of mathematical competencies. Therefore, having a picture of the department's situation in this respect is relevant. To this end, this research aims to apply a quantitative and descriptive methodology on the affective domain and achievement in mathematics to determine whether these vary with the students' grade level. A non-probabilistic sample of 2,729 students from fourth to eleventh grades (9 to 18 years old) from 13 educational institutions in a region of northwestern Colombia was used. The instrument used characterized the affective domain toward mathematics (attitudes, beliefs, and emotions) and math achievement, taking grade as the independent variable. A multiple correspondence analysis (MCA) was carried out to depict the affective domain toward mathematics in relation to grade level, considering whether students like the subject and achievement as factors. The results allow us to identify that for beliefs and attitudes, the favorable values are located toward the positive axis of the abscissae, contrary to what is found for emotions. It is noteworthy that students in the lowest grade, fourth grade, show positive beliefs, attitudes, and emotions toward mathematics as well as high achievement, while those in the last grade, eleventh grade, show low values of the three components, besides low performance. This situation is worrying as mathematical knowledge is integral to everyday life and is necessary for citizens in the development of any profession. For this reason, relevant administration should take this into consideration when developing the STEAM program in order to promote an improvement in mathematical performance by supporting students in developing their affect toward mathematics.

show abstract

Section: The Studymentioning

confidence: 99%

Affective domain and mathematics achievement of Colombian students under multiple correspondence analysis

Prada Núñez,

Rabelo Procopio,

Fernández-Cézar

et al. 2024

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…Por tal motivo, es importante saber cómo utilizar otras herramientas para solucionar muchos más problemas. El enfoque STEAMH en la enseñanza de las ciencias La enseñanza de las ciencias naturales actualmente es considerada como una alfabetización científica integral (Chamizo y Pérez, 2017;Hernández-Suárez et al, 2021).…”

Section: Steamh La Integralidad De Los Aprendizajesunclassified

Elementos teóricos sobre la formación docente en ciencias naturales con enfoque STEAMH. Revisión sistemática

Camacho-Tamayo

Bernal-Ballén

2023

Ciencia Latina

View full text Add to dashboard Cite

El enfoque STEAM/STEAMH se propone como un método de integración de saberes para alcanzar conocimientos holísticos en la solución de problemas cotidianos así mismo, se presenta como una estrategia significativa para la trasmisión de saberes. A partir de una revisión sistemática a través de la metodología PSALSA y la revisión PRISMA son abordados estudios con el uso del STEM/STEAM/STEAMH y la formación docente en ciencias naturales. Los resultados en referencia a esta formación están en proceso. Tanto su teorización, las estrategias curriculares y la aplicación en el aula son métodos que aún no se definen con claridad. Como consecuencia el uso de STEM en el aula es muy limitada y no se le da la atención que necesita. Está en discusión la importancia de profundizar en la justificación del enfoque, la organización de su aplicación en el aula, el trabajo en equipo entre pares y la organización curricular con sentido holístico. Son pocos los estudios que evidencian por ejemplo la autopercepción del uso STEAMH en las prácticas pedagógicas de aula de los docentes de ciencias naturales. Por otro lado, el cambiar más letras al STEM no denota efectos importantes en cuanto al objetivo de la interdisciplinariedad.

show abstract

“…Mientras que, desde el segundo el aprendizaje es un proceso que ocurre dentro de entornos nebulosos de elementos centrales cambiantes, no completamente bajo el control del individuo. El aprendizaje (definido como conocimiento práctico) puede residir fuera de nosotros mismos (dentro de una organización o una base de datos), se centra en conectar conjuntos de información especializados y las conexiones que nos permiten aprender más son más importantes que nuestro estado actual de conocimiento [38], [36], [39]. Cabe resaltar, que hoy en día estos paradigmas son los más utilizados en los contextos educativos, y son considerados la raíz de la incorporación de las TIC en los procesos educativos [40].…”

Section: Flexibleunclassified

Digital educational resources as a mediating tool in the educational process. A review of the literature

Calonge Calonge,

Cardenas Escobar

2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

View full text Add to dashboard Cite

Digital educational resources (RED) or ICTs have been used as a strategy to improve teaching-learning processes in students, because according to the results of research, these digital educational resources have a significant impact on the learning of any area of knowledge, likewise these manage to motivate students even more than traditional teaching methods. To work on the subject, a systematic literature review was carried out with the aim of showing the results of a literature review, in which a synthesis of research related to digital educational resources was carried out, five databases were used to perform the search. through which 85 investigations were obtained and to which a detailed analysis is carried out, with which the results of how digital educational resources can contribute to the knowledge and development of skills in the different areas of knowledge are obtained. So it can be said that ICT or RED are tools that help close the gap in the teaching-learning process.

show abstract

Planeación curricular y ambiente de aula en ciencias naturales: de las políticas y los lineamientos a la aplicación institucional

Cited by 10 publications

References 10 publications

Affective domain and mathematics achievement of Colombian students under multiple correspondence analysis

Affective domain and mathematics achievement of Colombian students under multiple correspondence analysis

Elementos teóricos sobre la formación docente en ciencias naturales con enfoque STEAMH. Revisión sistemática

Digital educational resources as a mediating tool in the educational process. A review of the literature

Contact Info

Product

Resources

About